DEVELOPING INCLUSIVE ENVIRONMENTS: THE GIFTEDEAN NEOPERSPECTIVIST PARADIGM IN MITIGATING MICRO, MESO AND MACRO-AGGRESSIONS IN EDUCATIONAL AND ORGANIZATIONAL CONTEXTS

This research explores how different scientific paradigms influence the treatment of microaggressions, mesoaggressions, and macroaggressions in the classroom, focusing on teaching practices. The topic is relevant due to the growing awareness of the importance of creating inclusive and respectful educational environments. The contextualization shows that, while the functionalist paradigm tends to minimize these aggressions and maintain order, the Giftedean neoperspectivist paradigm offers a more comprehensive and critical approach. The central problem is how scientific paradigms shape the perception and response to these aggressions. The objectives were to analyze the influence of paradigms on the understanding and treatment of aggressions and to propose strategies to improve the educational environment. To this end, the research adopted the Giftedean neoperspectivist paradigm, employed the hypothetical-deductive method, and conducted a Narrative Bibliographic and Documentary Review (NBDR). These methodologies contributed to a more holistic and critical understanding of aggressions, identifying more inclusive pedagogical practices. The main findings reveal that the functionalist paradigm tends to legitimize practices that perpetuate aggression, while the giftedean neoperspectivist paradigm promotes a more inclusive and ethical approach. Gaps found include the need for more empirical data and case studies . The theoretical, methodological and empirical contributions include expanding the understanding of the influence of paradigms and proposing more equitable pedagogical practices. The scientific, technological and social value of the research lies in promoting a more just educational environment and in providing the basis for future research and pedagogical practices.